The purpose of this study was to examine the phenomenon of adolescent depression in an exploratory manner. Although recent literature has attempteo to address the nature and prevalence of childhood and adolescent depression, there is a considerable lack of research within the school context. This study attempted to redress this imbalance. A sample of 20 schoo, counsellors/guidance teachers, who are members of the Transvaal Education Department Association for Counselling and Guidance participated in the study. Their role in terms of recognition and management of depression was recorded in the form of a questionnaire designed specifically for this study. A further section included individual case studies which aimed at enhancing our understanding of some of the inner conflicts experienced by adolescents who encounter depression in various forms.

This study investigated the experiences of lesbians who are school counselors. A naturalistic/grounded study paradigm was utilized. The participants in the study were five lesbians who were school counselors from rural and urban settings. In-depth interviews were conducted with each of the participants. During the interview process, analysis occurred via researcher immersion. Data analysis reveals a descriptive account of being a lesbian and a school counselor and how those two identities interact. General themes identified are: being a school counselor; development of a dominant view/the construction of homosexuality; participants' perceptions of homosexuality by the dominant view; participants' experiences in living the dominant view/defining of self; and redefining the dominant view/redefining of self. An emerging theory of the interaction of power and identity development is presented, along with the proposal for developing an epistemology of homosexuality. / Graduation date: 1998

Thesis (Ph. D.)--Ohio State University, 1982. / Includes vita. Includes bibliographical references (leaves 117-125). Available online via OhioLINK's ETD Center.

There is no abstract available for this dissertation.

This study was undertaken to: 1) determine the relationship between community college counselor role congruence and job satisfaction and 2) to consider factors that contribute to or depreciate counselor role congruence and job satisfaction. The subjects consisted of four groups that were compared in terms of their perceptions of community college counseling. One group called leaders consisted of Oregon community college presidents and deans of students. Another group called co- workers was made up of Oregon community college financial aid directors, registrars and/or admissions directors, student activities directors and career placement directors. A third group called trainers consisted of counselor trainers/ educators from Oregon and the Western United States. Oregon community college counselors comprised the fourth group. Questionnaires were sent to 277 individuals and 190 responded for a 69 percent return ratio. Eighty-five percent (85%) of the counselors, 65 percent of the co-workers, 61 percent of the leaders, and 61 percent of the trainers responded. Three instruments were used in this study. The Role Questionnaire was used to measure role congruence and was administered to all subjects. The Minnesota Satisfaction Questionnaire was used to measure job satisfaction and was administered to the counselor group. The Community College Counselor Questionnaire was developed to gather demographic and job duties information and was administered to all groups. Counselor role congruence and job satisfaction were positively correlated at +.54. A one way analysis of variance revealed that there were significant differences among groups. Trainers and co-workers perceived significantly greater counselor role incongruence than did counselors and leaders. Stepwise multiple regression analysis showed that experience in the counseling profession, positive perception of leadership decision making, a full-time faculty/staff development specialist on campus, a professional definition as an educator/counselor, and a peer counseling program were all associated with high counselor role congruence. Stepwise regression analysis also revealed that a light counselor teaching load, having at least a masters degree, and perception of few incompatible demands were all associated with high counselor job satisfaction. / Graduation date: 1990

This study examined the education and preparation of 220 full-time learning assistance professionals in California's public Community College, State University, and University of California systems. The purpose of the study was to describe selected characteristics of the professionals and to assess their implications for future training programs. The results were reported in percents of responses, and analysis revealed considerable uniformity among the respondents despite the differences among the three public systems of higher education. The results of the study also suggested the importance of a uniform curriculum being established to prepare future learning assistance professionals for the field. Based upon the information generated by the results of the study, and a review of the literature, guidelines were developed that consisted of competencies and activities that should be included in a program designed to educate and train full-time learning assistance profesionals at the Master's degree level. Recommendations were included in the study. / Graduation date: 1993

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

No description available.

No description available.

No description available.